Reading
Candy?
I used
to think of browseable books as reading candy. But the more I study them, the
more I think of them as fruit. Sweet and yummy, sure, but still providing
nutrients. Not a complete diet, but an important part of a healthy diet.

We
all know a few kids who are passionate about these fact-filled, high energy,
carefully designed books. Why, then, when it comes time for a read-aloud, don’t
we reach for one of these? Maybe because we never heard them read aloud when we
were young. I, for one, didn’t have any models for how to use them. So I
started experimenting and learning from others.  

Expert
Strategies
Beth
Anderson taught English language learners for 20 years and has published 7
nonfiction books for children. She shares, “I think usually with a
narrative we may do mini pauses for prediction, etc. but not want to lose the
momentum. But with browsable you have built in pauses while you still have the
theme or topic or angle thread that keeps pulling throughout. We WANT kids to
interact with text—so this is a great way to model that process.” Built-in
pauses are perfect for turn-and-talks or group discussions.

“Browsable
books are also great for introducing a new topic…at any grade level!” says
Annette Whipple, author of a dozen nonfiction books. “Just read a selected
tidbit of information!” To take advantage of this power of novelty, select
books related to the topics in one browseable book. Place them around your storytime space. Read-aloud
snippets from the browseable book. Then, watch kids make connections to and
dive into the other books. Challenge them to make text-to-text connections and
share at the end of the period.

Browseable books are also fabulous tools
for teaching close reading and analytical skills. Teresa Rayfield Klepinger who
was a library “Storylady” for 20 years, uses this kind of nonfiction to teach
compare and contrast. “I would ask questions to get kids involved. ‘What’s the
difference between this one and that one?’ ‘Which one is your favorite?’” A strategy I find successful is to “dip in” by reading only one
type of text box (i.e. just the introductory text, just the “Fun facts” blurbs,
etc.) from each spread of a book. This selective sampling generates
conversations about the different types of text in that particular book, the
author’s purpose in choosing those types of text, and the students’ own
preferences.

Making the Most of Browseable Books
Fact-flinging books are ideal launching pads
for practicing research skills. Choose a book like Melissa Stewart’s Ick!: Delightfully Disgusting Animal
Dinners, Dwellings, and Defenses.  Read
the single spread about the black-backed jackals aloud and see how many
questions the class can generate. Or read aloud multiple spreads, and students
will naturally separate themselves into groups for research on the animal (or
topic) they are most passionate about.

The unique feature of browseable books is
that they don’t have to be read cover-to-cover. 
Like sampling from an appetizer platter, you can select what you want. Frequently,
I read a spread or two aloud and then casually leave the book on a table. Soon
students have grabbed it and are gobbling up fun facts. Next they share facts
with a friend, and the whole group is hungry for more!

How
else might we use these scrumptious texts? To demonstrate the practices of
browsing and skimming. To squeeze in a few minutes of reading during the last
minutes of class. To provide a brain break between heavy lessons. To encourage
shared reading between students. To discuss the role of design, infographics,
or illustration in informational texts.

We can even use these interruption-sparking books
to teach impulse control. Teach a simple strategy such as how to catch a
bubble, cross fingers, jot a note to remember an idea. Show a visual timing
device such as a sand timer. Explain that you will read until the timer runs
out and then allow students to share questions or ideas with a partner. Start
with a very short timer and work your way up.

But
most importantly, reading browseable books aloud shows students how delightful
reading can be, expands everyone’s knowledge, and validates the preferences of
students who may not self-identify as readers.

Heather L. Montgomery writes for kids who are wild about animals. An award-winning author
and educator, Heather uses yuck appeal to engage young minds. She has published 17 browseable, traditional, expository
literature, and narrative nonfiction books. Her recent works include: Something Rotten: A Fresh Look at Roadkill, Bugs Don’t Hug: Six-legged Parents and Their
Kids, and What’s in Your Pocket? Collecting Nature’s Treasures. www.HeatherLMontgomery.com